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Unit Organizer: “Systems and Cycles ” (Approximate Time: ) Block – 1.5 weeks Trad – 3 weeks Prentice Hall - Earth Science OVERVIEW: STANDARDS ADDRESSED IN THIS UNIT Focus Standards: SES1. Students will investigate the composition and formation of Earth systems, including the Earth’s relationship to the solar system. e. Identify transformations and major reservoirs that make up the rock cycle, hydrologic cycle, carbon cycle, and other important geochemical cycles. Support Standards: SES5. Students will explain how life on Earth responds to and shapes Earth systems. c. Explain how geological and ecological processes interact through time to cycle matter and energy, and how human activity alters the rates of these processes (e.g., fossil fuel formation and combustion). Enduring Understanding / topic Text/Lab/Resources Systems and spheres Atmosphere (air, weather, climate) Hydrosphere (water, oceans, rivers) Cryosphere (ice, glaciers, ice ages) Geosphere (the solid earth, plate tectonics, volcanoes, earthquakes) Biosphere (life, including humanity, fossils, and evolution) Exosphere (our solar system and space) Cycles - The constancy of change Rock cycle Hydrologic cycle (water cycle) Plate tectonic cycle Climatic cycles Geochemical cycles (carbon cycle, phosphate cycle, nitrate cycle, sulfur cycle) A Systems Perspective Atmosphere, Hydrosphere, Geosphere, Biosphere Hydrologic Cycle and the Roles of Water Water Cycle Activity Earth Observation Days - Introduction to Earth Systems activity Introduction to the Earth Assignment Discover Our Earth Earth's Cycles Earth Systems in a Bottle - NSTA Unit Organizer: Earth Interior (Approximate Time: ) Block – 2 weeks Traditional - 4 weeks OVERVIEW: STANDARDS ADDRESSED IN THIS UNIT Focus Standards: SES1. Students will investigate the composition and formation of Earth systems, including the Earth’s relationship to the solar system. a. Describe the early evolution of the Earth and solar system, including the formation of Earth’s solid layers (core, mantle, crust), the distribution of major elements, the origin of internal heat sources, and the mechanism by which heat transfer drives plate tectonics. b. Explain how the composition of the Earth’s crust, mantle and core is determined and compare it to that of other solar system objects. e. Identify the transformations and major reservoirs that make up the rock cycle. Support Standards: SES6. Students will explain how life on Earth responds to and shapes Earth systems. d. Explain how geological and ecological processes interact through time to cycle matter and energy, and how human activity alters the rates of these processes (e.g., fossil fuel formation and combustion). Earth Formation Students will understand that: 1. The sun, the earth, and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago. 2. The earth and other solar system objects are believed to have melted early in their history, allowing the layering of lighter over heavier material that accounts for today's crust, mantle and core. 3. The density of solar system objects, including Earth, can be determined based on their gravitational pull on other objects. Density helps scientists determine that the inner planets have a rocky exterior and a metallic core, whereas the outer planets consist mostly of light elements in gaseous and liquid states. Systems and spheres Geosphere (the solid earth, plate tectonics, volcanoes, earthquakes) Cycles - The constancy of change Rock cycle Chapter 1.1 & 1.2 – View of the Earth, Formation of the Earth Earth’s Major Spheres Chapter 8.4 – Earth’s Layered Structure Earth as A System People and the Environment Chapter 3.1 – The Rock Cycle 3.2 – Igneous Rocks Chapter 2 – Minerals Windows to the Universe Enter and go to the Earth link. USGA - Geology Resources for Southeastern States Earth Systems from NASA's JPL NASA's Earth Observatory The Interior of the Earth The history of the universe Geology Links Birth of A solar System Astrogeology mineral quiz mineral id test The rock doctor - minerals Mineral Matters Unit Organizer: “Plate Tectonic Settings” (Approximate Time: ) Block – 3 weeks Traditional – 6 weeks OVERVIEW: STANDARDS ADDRESSED IN THIS UNIT Focus Standards: SES2. Students will understand how plate tectonics creates certain geologic features, materials, and hazards. a. Relate certain geologic hazards to specific plate tectonic settings. b. Associate specific plate tectonic settings with the production of particular groups of igneous and metamorphic rocks and mineral resources. Igenous Rocks SES2. Students will understand how plate tectonics creates certain geologic features, materials, and hazards. a. Distinguish among types of plate tectonic settings produced by plates diverging, converging, and sliding past each other. b. Relate modern and ancient geologic features to each kind of plate tectonic setting. c. Relate certain geologic hazards to specific plate tectonic settings. d. Associate specific plate tectonic settings with the production of particular groups of igneous and metamorphic rocks and mineral resources. SES1. c. Describe how the decay of radioactive isotopes is used to determine the age of rocks, Earth, and solar system. 1. 2. 3. 4. 5. The outward transfer of earth's internal heat drives convection circulation in the mantle that propels the plates comprising earth's surface across the face of the globe. Volcanism as mechanism By studying earthquake waves that pass through the Earth, scientists know the exact thickness of the Earth's crust, mantle, and outer and inner core, and the fact that the outer core is the only liquid layer. Water vapor and other gases from volcanoes early in Earth's history led to the formation of the oceans and initial atmosphere. Two primary sources of Earth's internal energy are the decay of radioactive isotopes and initially, the gravitational energy from the earth's formation. Chapter 9 – Plate Tectonics Chapter 8.1,8.2,8.3 – Earthquakes Chapter 10 – Volcanoes & Other Igneous Processes Chapter 3.2 Igneous Rocks Chapter 11 – Mountain Building Chapter 3.4 – Metamorphic Rocks Stone Mountain Smithsonian Volcano program Identifying igneous rocks Igeneous rocks from the Earth Science Grid Igeneous Rock lab Rock Cycle Igneous Rocks Metamorphic Rocks Discovering Plate Boundaries Seisvole and Seismic Waves programs - Alan L. Jones Plate Puzzle What is an Earthquake-- Revealing A Fault Plane with Hypocenters A Model of Sea-Floor Spreading Teacher's Guide Real Evidence of a Subducting Plate The Plate Tectonic Story- A Scientific Jigsaw Metamorphic rocks GPC Metamorphic Rock Pictures USGS Metamorphic rocks Animation - How metamorphic rocks are formed Metamorphic rocks Metamorphic rock tour RockDoctor presents metamorphic rocks Simulated Metamorphic Process Squeeze Granola Bar Create grain deformation and preferred orientation by deforming a granola bar using C-clamps and plywood. Metamorphic Rock IdentificationWhat Lies Beneath- Online key to identify metamorphic rocks. Unit Organizer: “Landforms and Landscapes” (Approximate Time: ) Block – 2.5 week Traditional – 5 weeks OVERVIEW: STANDARDS ADDRESSED IN THIS UNIT Focus Standards: SES3. Students will explore the actions of water, wind, ice, and gravity that create landforms and systems of landforms (landscapes). a. Describe how surface water and groundwater act as the major agents of physical and chemical weathering. b. Explain how soil results from weathering and biological processes acting on parent rock. c. Describe the processes and hazards associated with both sudden and gradual mass wasting. d. Relate the past and present actions of ice, wind, and water to landform distribution and landscape evolution. e. Explain the processes that transport Students will understand that: 1. Water, ice, air, and biological activity at the Earth’s surface cause rock to weather, partially dissolving it and breaking it down into smaller particles. 2. Decomposers add the remains of organisms to the rock particles, making the soil necessary for plants to grow. 3. Weathered earth materials move down slope gradually or catastrophically under the influence of gravity. 4. Wind, water, and ice erode weathered material and deposit it as sediment. Sediment is usually picked up, transported down-current, and deposited many times before it is finally buried in a sedimentary basin. 5. After sediment is buried, the weight of Chapter 5: Weathering, Soil, and Mass Movements Chapter 6: Running Water & Groundwater Chapter 3.3 – Sedimentary Rocks Chapter 7: Glaciers, Deserts & Wind and deposit material in terrestrial and marine sedimentary basins, which result, over time, in sedimentary rock. 6. overlying material and the circulation of fluids cause the sediment to be compacted and cemented into rock. The landforms that make up a landscape can be shaped by both erosion and deposition, and depend on uplift or subsidence, rock type, temperature variations, and the relative importance of different agents of weathering, erosion, and deposition. 2nd 9 weeks on Block & 2nd Semester Traditional Unit Organizer: “Weather and Climate” (Approximate Time: ) OVERVIEW: STANDARDS ADDRESSED IN THIS UNIT Focus Standards: SES1: d. Describe how the Earth acquired its initial oceans and atmosphere. SES 5. Students will investigate the interaction of insulation and Earth systems to produce weather and climate. a. Explain how latitudinal variations in solar heating create atmospheric and ocean currents that redistribute heat globally. b. Explain the relationship between air masses and the surfaces over which they form. c. Relate weather patterns to interactions among ocean currents, air masses, and topography. d. Describe how temperature and precipitation produce the pattern of climate regions (classes) on Earth. e. Describe the hazards associated with extreme weather events and climate change (e.g., hurricanes, tornadoes, El Niño/La Niña, global warming). f. Relate changes in global climate to variation in Earth/Sun relationships and to natural and anthropogenic modification of atmospheric composition. Block – 3 Weeks Traditional – 6 weeks Students will understand that: 1. Solar radiation heats the landmasses, oceans, and air. 2. The curvature of the Earth causes solar radiation to strike locations on the Earth at different angles. At high latitudes, the radiation passes through more of the atmosphere, causing less solar heating than at latitudes nearer the equator. 3. Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. 4. Weather is the short term condition involving the transfer of energy in and out of the atmosphere. 5. Climate is the long term condition involving the transfer of energy in and out of the atmosphere. 6. Global climate is determined by energy transfer from the sun at and near the earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and the earth's rotation, and static conditions such as the position of mountain ranges and oceans. 7. The climate of the earth has varied over time because of variations in the tilt of the earth, radiation output of the sun, composition of the atmosphere, arrangement of continents, and reflectivity of the earth's surface. 8. Climate change and extreme weather events can exert a major influence on Chapter 17: The Atmosphere Chapter 18.1 & 18.2 – Moisture, Clouds Chapter 19 – Air Pressure and Wind Chapter 20 – Weather Patterns Chapter 21 – Climate Basic introduction to weather (including air masses) Earth's atmosphere Atmosphere structure and ozone Layers of the atmosphere Satellite images of environmental change The Great Ice Age Animation of Earth's spheresEarth Weathering the Odds- Learning About Weather Forecasting in the Science Classroom Essentials of Weather Feeding Frenzy- Seasonal Upwelling Dr. Art's GREENHOUSE EFFECT The effect of acid rain on monuments in Washington, DC Cycles of the Earth and atmosphere Georgia Automated Environmental Monitoring Network Intellicast weather - see forcast and radar for your area Weather Channel Weatherbug American Meteorological Society DataStreme Online Meteorology Guide Air masses and fronts the health and economic well-being of human beings. Systems and spheres Atmosphere (air, weather, climate) Hydrosphere (water, oceans, rivers) Cycles Hydrologic cycle (water cycle) Climatic cycles Unit Organizer: “Reconstructing Earth’s Past through the History of Life” (Approximate Time: ) OVERVIEW: Block 3 Weeks Traditional 6 Weeks Introduction to the Atmosphere Storm Chasing Windows to the Universe Atmosphere questions global warming Climate Change Shrinking Artic Sea Global Warming information Kids Climate Change Global Warming Debates Tornados Weather Channel tornados Thunderstorms Tornado Chaser CNN - tornado animation tornados National Weather Prediction Almanac Forcasting Weather STANDARDS ADDRESSED IN THIS UNIT Focus Standards: SES4. Students will understand how rock relationships and fossils are used to reconstruct the Earth’s past. d. Describe and apply principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) and describe how unconformities form. e. Interpret the geologic history of a succession of rocks and unconformities. f. Apply the principle of uniformitarianism to relate sedimentary rock associations and their fossils to the environments in which the rocks were deposited. g. Explain how sedimentary rock units are correlated within and across regions by a variety of methods (e.g., geologic map relationships, the principle of fossil succession, radiometric dating, and paleomagnetism). h. Use geologic maps and stratigraphic relationships to interpret major events in Earth history (e.g., mass extinction, major climatic change, tectonic events). SES1. c. Describe how the decay of radioactive isotopes is used to determine the age of rocks, Earth, and solar system. SES6. d Describe how fossils provide a record of shared ancestry, evolution, and extinction that is best explained by the mechanism of natural selection. SES6.e - Identify the evolutionary innovations that most profoundly shaped Earth systems: 1. The sequence of rock layers at a given location provides a record of changing environmental conditions through incomplete intervals of geologic time. 2. Fossils are used to correlate the sequences of rocks at various locations, in order to build up a more complete picture of the past. 3. The known decay rates of radioactive isotopes present in rocks are used to measure the time since the rock was formed. 4. Geologic maps and cross sections are tools geologists use to establish spatial relationships between rock sequences. Chapter 12 – Geologic Time Chapter 13 – Earth’s History Chapter 3.3 Sedimentary Rocks & fossils Catastrophic Events in the History of Life: Toward a New Understanding of Mass Extinctions in the Fossil Record - Part II Cleaning Water the Way Nature Does Combined Sewage outflows Effects of Acid Rain on Forests Exploring the Ozone Hole: Mechanisms of Stratospheric Denitrificaiton Extinction-Prone Groups of Species Determining Fossil Ages - Lesson 1 Determining Fossil Ages - Worksheet Time Scaling a Football field - Ky Survey Model a timeline on a football field using students to mark events. Time Scaling - paper strip - nap.edu Students develop their own time lines in a 5e’s activity using paper strips. Getting into the fossil record Stories from the fossil record paleoecology, geologic time, etc. Univ. of Calif. Berkeley Paleontology Museum Understanding evolution Explorations through time Learning from the fossil record Life has a history Our changing continent - USGS photosynthetic prokaryotes and the atmosphere; multicellular animals and marine environments; land plants and terrestrial environments. Fossil Internet Lab Absolute dating Into the Fossil Record Evolution of Life CT scanning of fossils Fossil Succession Geomagnetism Shifting of Earth's Magnetic Field Paleotology Portal Radiometric Dating Relative dating GA Fossil sites Determining the Age of fossils Palaeos - the trace of life History of Life through time Mystery Fossils Earth Systems Science - Geologic Time scale Virtual Dating Lab Fossil Succession Earth Animations Telling Time Using Rocks Paleomagnetism Prentice Hall Geologic Time Tours of National Parks The dating Game Explorations through Time Geology of Grand Canyon The Grand Staircase The Grand Staircase Images Virtual and Online Field Trip Guides Bryce Canyon Zion National Park Unit Organizer: “Distribution of Life and Earth’s Citizenship” OVERVIEW: STANDARDS ADDRESSED IN THIS UNIT Focus Standards: SES6: Students will explain how life on Earth responds to and shapes Earth systems. a. Relate the nature and distribution of life on Earth, including humans, to the chemistry and availability of water. b. Relate the distribution of biomes (terrestrial, freshwater, and marine) to climate regions through time. c. Explain how geological and ecological processes interact through time to cycle matter and energy, and how human activity alters the rates of these processes (e.g., fossil fuel formation and combustion). Supporting Standards: SES1. SES2. Students will investigate the composition and formation of Earth systems, including the Earth’s relationship to the solar system. b. Identify the transformations and major reservoirs that make up the rock cycle, hydrologic cycle, carbon cycle, and other important geochemical cycles. Students will understand how plate tectonics creates certain geologic features, materials, and hazards. e. Relate certain geologic hazards to specific plate tectonic settings. f. Associate specific plate tectonic Block 3 weeks Traditional 6 weeks Students will understand that: 1. Humans are a part of the Earth system. We depend on Earth systems and Earth's resources. 2. Increasingly, humans modify Earth systems as a result of population growth, technology, and consumption. 3. Humans affect Earth systems through activities such as groundwater contamination and depletion, construction of structures along rivers and coasts, and burning of energy resources causing atmospheric and climatic changes leading to sea level rise. 4. Humans are affected in areas with topography by mass wasting, and, in geologically active areas, by earthquakes and volcanic eruptions. 5. Climate changes and extreme weather events can exert a major influence on the health and economic well-being of people. Chapter 11A – Georgia Earth Systems Terrestrial and Aquatic Biomes Chapter 4 – Earth’s Resources Catastrophic Events – National Science Resources Center Global Climate Change History of Water Hydrologic Cycle Ion Exchange Life from Space: An Emerging Paradigm Neighborhoods Our Cancerous Environment Project Gigalopolis Project Gigalopolis The Physical Environment World Biomes North American Biomes Biomes NASA - Mission: Biomes Introduction to Biomes Animated Map of Vegetation Change, past 21,000 years (Viewer) Earth Systems History (Brown University) SES3. SES5. settings with the production of particular groups of igneous and metamorphic rocks and mineral resources. Students will explore the actions of water, wind, ice, and gravity that create landforms and systems of landforms (landscapes). f. Explain how soil results from weathering and biological processes acting on parent rock. g. Describe the processes and hazards associated with both sudden and gradual mass wasting. Students will investigate the interaction of insulation and Earth systems to produce weather and climate. g. Describe the hazards associated with extreme weather events and climate change (e.g., hurricanes, tornadoes, El Niño/La Niña, global warming). h. Relate changes in global climate to variation in Earth/Sun relationships and to natural and anthropogenic modification of atmospheric composition. Quaternary Biome maps (NOAA) Diversity of Life in the Paleozoic Early Paleozoic Events 1 Global Biosphere Map (NASA) Cenozoic Events (Levin Ch. 15)